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Sharing Your Knowledge: How to. . . Presentations

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by Jessica Hunsdon
| 25 Jun 2015

Resource Description: How to Presentations can provide an excellent opportunity for adult learners of English to share their own knowledge and experiences and learn from each other while practicing some very important skills. This lesson was taught in an informal ESL Conversation Class over the course of two 90 minute classes using a Task-Teach-Task instructional cycle.

Task-Teach-Task is a simplified task-based instruction (TBI) framework that focuses on using lead-in tasks (Task 1) to support instructors in diagnosing needs of students and helping learners self-assess their own knowledge. This formative assessment data is then used by the instructor to provide targeted instruction (Teach) based on the focal language feature(s) elicited by the first task (Task 1) and once again demonstrated in a different task (Task 2).

This lesson includes many resources which may be adapted for different contexts.

Audience: Adult, University, Teacher Training

Audience Language Proficiency: Beginner, Intermediate, Advanced

Duration: 180 minute Task-Teach-Task Instructional Cycle

Language Skill: Reading, Writing, Vocabulary, Speaking, Listening

Content Area: This lesson was designed to be implemented in a community-based general ESL classroom, but may be adapted to address specific content or subject areas. It is recommended that instructors adapt the lesson to meet the needs of their specific context, including developing new examples that represent their own lives and contexts.

Speaking and Pronunciation: Speaking with clarity and at a reasonable rate; pronouncing specialized vocabulary

Reading: Identifying sequence/transition words in a written how-to presentation; sequencing sentences from a how-to presentation

Writing: Using sequence/transition words and phrases to write a how-to presentation; paragraph structure and organization of ideas/steps

Outcome(s): Students will be able to identify something they know how to do in their community, at their work, or in their personal lives and communicate the steps in this process using transition/sequence words. Students will be able to listen and understand the steps of presentations given by other classmates.

Procedure: See detailed Lesson Plan.

Assessment: A feedback form is provided which can be used more formally by the instructor or more informally by other students in the class as part of peer feedback. See file name HowtoPresentations_FeedbackForm

Differentiation: The Task-Teach-Task instructional cycle of this lesson is designed to extend across 2 - 3 class sessions of 60 - 90 minutes. An Optional Activity is included to extend the lesson and provide additional support, as needed.